Advanced Measurements of Responses to the Challenges of Social Skills development in a digital era

<< Background >>IB Mitte gGmbH and its partners applied for the AMOR project to address urgent needs in YOUTH services revealed by the COVID-19 pandemic. Remote education and suspended YOUTH work highlighted deep inequalities—especially among young people with disabilities or special educational needs (SEN)—who lacked access to tailored support and digital resources. Many educators and social workers were unprepared for digital engagement, further widening the gap. Families faced challenges providing adequate equipment and connectivity, and YOUNG people struggled with isolation and unfamiliar digital tools despite being tech-savvy in other areas. AMOR tackled these issues at administrative, methodological, YOUTH, and social levels by developing inclusive, accessible, and intercultural education tools. The consortium aimed to empower YOUTH workers and educators with innovative pedagogical strategies to ensure no YOUNG person is left behind during future disruptions.<< Objectives >>The AMOR project was implemented to respond to the long-lasting impacts of the COVID-19 pandemic on the young generation across Europe. Extended homeschooling, isolation, and uncertainty led to emotional distress, with a rise in depression among YOUTH—from 4% pre-pandemic to 20% during lockdown. Digital tools and remote learning had been introduced, but YOUNG people with disabilities (PwD) and special educational needs (SEN) were often excluded due to a lack of accessible and inclusive practices.The aim was to empower YOUTH—especially those with SEN and disabilities—and enable professionals to support their civic and social engagement. AMOR tackled digital exclusion and emotional disconnect by equipping educators and YOUTH workers with innovative resources. This included a Good Practice Catalogue (WP2) focused on crisis-time solutions and a Digital Handbook (WP3) offering frameworks and exercises tailored to local needs across six countries. By applying principles of Universal Design, the project helped YOUNG people regain agency and strengthened inclusive participation in both formal and informal educational settings.<< Implementation >>The AMOR project included all activities in the different workpages as mentioned in the proposal, namely: 1. Project Management – Managed daily operations, reporting, dissemination, exploitation, quality assurance, and risk management.2. Good Practice Catalogue – T1.1: Call for good practices – T1.2: Analysis and mapping – T1.3: Lessons learnt – T1.4: TPM implementation (Kick-off Meeting Dresden / Online TPM) – T1.5: Multiplier Events 13. AMOR Digital Handbook – T2.1: AMOR Framework – T2.2: AMOR Guidelines for Inclusive Education – T2.3: AMOR Tools Collection – T2.4: AMOR Video Portrait and Tutorial – T2.5 AMOR Local – T2.6 TPM implementation (Meetings in Bilbao / Celje) – T2.7 Implementing LTTA – T2.8 Multiplier Events 2In general, the project developed innovative, accessible, and inclusive solutions to empower educators working with YOUNG people, especially those with disabilities (PwD) and special educational needs (SEN). Staff were trained as multipliers through a Learning-Teaching-Training Event (LTTA). A series of Multiplier Events, two rounds/European round, and the successful Final Project Event “Respectival” in Celje helped attract broad interest and engagement with the project’s outcomes. << Results >>The AMOR project developed concretely:1. AMOR – Good Practice Catalogue (WP2) This catalogue highlights solutions implemented during the pandamic. It maps/analysis good practices from previous partner projects focused on inclusive YOUTH work and educational ICT approaches. WP2 provides tools and insights used to develop WP3’s handbook. It explored:– Types/formats and settings of practices – Implementation conditions and available tools – Roles of involved actors and feedback – Indicators of success, accessibility and inclusivity – Barriers, country differences and required integration conditions This mapping guided strategic planning (see GANTT chart).2. AMOR – Digital Handbook (WP3) Responding to digital education gaps in Europe, it includes ready-to-use pedagogical solutions to support YOUNG PwD and SEN. It draws from WP2 findings and partner expertise, aiming to foster empathy, wellbeing and social participation. The chapters are:C1: Inclusive activities frameworkC2: Guidelines for inclusive educationC3: Tools collectionC4: Video portraits and tutorialsC5: Local versionsAdditionalC6: Policy RecommendationAdding recommendations for EU policy for implementing inclusive digital education across